JapaneseKoiScrolls

ART475DraftVersionDate:11/14/15

1.Purpose,Rationales,andBackgroundonArtwork

LargeNineKoiFishWallScroll

Artistand/orCulture

Ou-YangGuo-De,Guilin (SouthChina)

Date 2014

Medium/Form Mocha colortea-stainedxuan(rice)paper,paint

ApproximateSize 60¼”x27"

Function/Purpose Aestheticallypleasing,appreciationofnature

IntendedAudience Everyone

SupportingArtworksorImages

YingYangFishPortrait,YuGong-Quan(MaoZhi) ClassicKoiFishWallScroll,Yu

Gong-QuanLargeNineAbstractKoiFishWallScroll,Ou-yangGuo-De

ProjectDescription/CentralFocusStudentswillexaminetheimportanceofnature,specificallythekoifish,intheJapaneseculture.ThestudentswilllearnsomeofthetechniquesusedbyOu-YangGuo-Detocreatetraditionallookingartwork.Wewilllookatdyingricepaperwithteaandusingsumi brushestopaintkoifish.BeforepaintingthekoifishthestudentswilllearnsomeofthesymbolismthatgoesalongwithkoifishintheJapaneseculture.

ArtworkChoiceRationaleRationalefortheimportanceofthisartworkassubjectforstudy:1.ThisartworkdisplaysacommonJapaneseillustrationofalegend.

2.ThescrollshowstheappreciationofnaturethattheJapanesehold.

3.Thesubjectofthepiece,koifish,holdadeepandinterestinghistory.

4.Theartistisacontemporaryartistcreatingworkthatlookslikeitisfrommanyyearsago,hebridgesthegapbetweentraditionalandcontemporaryChina.

Selectedhistorical/ContextualInfothatisappropriateformystudents,andenrichesmylesson:1.TheartistOu-YangGuo-DeisfromSouthernChina.2.Guo-Dewasinatrainaccidentwhenhewasyoungerandlostbothofhislegsandoneofhisarms.Ratherthanbecomingabeggar,asiscommoninChinawhenapersonisdisabled,heworkedinaparasolfactory,wassenttoartschool,andbeganpaintingdesignsontheparasols.3.InJapaneseartwhenakoifishisdrawnswimmingdowntheyareapproachingastruggleorproblemsinlife.Whentheyaredrawnswimminguptheyhavepassedthestruggleintheirlife.4.Ou-YangGuo-Demakeshisownricepaper,andhanddyesitwithmochacoloredtea.5.KoifishholdmanymeaningsintheJapaneseandChineseculture,includingwealth,strength,andprosperity.6.KoifishoriginatedinChinaandweresimplybredasfoodonricefarms.TheJapanesefoundsplashesofcolorandbeganselectivelybreedingthemtocreatehundredsoftypesoffish.7.KoiistheJapanesewordforcarp,whichisafamilyoffish,notaspecificfish.Thecommoncarpiswhatweknowasthekoifish.8.Koifishcangrowtobe2-3feetlong,35poundsandupto200yearsold.9.ThereisacommonChineselegendaboutthekoifishanditsstrength.Itsaysthatalargeschoolofkoifishdecidedtoswimupstreamandgainedstrengthastheyswam.Eventuallytheymadeittothebottomofawaterfall.Manyofthefishdecidedtoturnaroundandletthecurrentcarrythemaway.Somedecidedtotryandjumpupthewaterfall.Localdemonssawandmadefunofthefish.Theyraisedtheheightofthewaterfalltomaketheirjumpevenmoredifficult.After100yearsofjumpingonefishfinallymadeittothetopofthewaterfall.Thegodsnoticedhistriumphandperseverance,theyturnedthefishintoagoldendragon,thesymbolofstrengthandpowerinChina.10.Thewellknowyinyangsymbolissupposedtorepresenttwokoifish,amanandawoman.Thedotsaretheireyes,showingtheyarealwayswatching.Theyinyangorkoifisharrangedinthatshapeareoftenusedtorepresentahappymarriageorbalance.

ImportantArtHistoryFacts

Miss$Nelson$ 6th$Grade$ Fall$2015$

Ou8Yang$Guo8De$(Oo8Yang$Ghee8O8Day)$

$

$ The$koi$is$a$multicolored$fish$that$many$people$

like$to$keep$as$pets$in$their$ponds.$However,$their$

origin$dates$back$many$years$ago.$The$popularity$of$of$

the$koi$fish$began$about$2,500$years$ago$when$a$black$

koi$fish$was$given$as$a$gift.$An$important$philosopher$

in$Chinese$culture,$

Confucius,$had$a$son$and$

the$king$gave$his$son$the$koi.$After$this$gift$was$presented$to$

his$son$many$artists$began$painting$koi$fish$in$their$artwork.$$

$ While$the$koi$fish$originated$in$China$it$was$brought$to$

Japan.$The$Japanese$are$responsible$for$creating$the$koi$fish$

we$all$know$now.$The$original$koi$fish$long$ago$in$China$were$

not$multicolored.$The$fish$were$brown$and$were$considered$

common.$The$word$koi$is$actually$a$Chinese$word$meaning$

carp.$Carp$is$a$broad$term$meaning$a$family$of$fish$that$the$

“koi”$belongs$to.$In$Chinese$the$fish$are$actually$called$Nishikigoi.$

$ In$China$koi$fish$were$raised$in$rice$paddies$for$the$

farmers$to$eat.$Koi$fish$can$grow$to$be$2$to3$feet$and$up$

to$35$pounds!$They$usually$live$between$50$and$70$

years$but$have$been$known$to$live$to$be$200!$After$the$

fish$were$brought$to$Japan$the$farmers$noticed$that$

some$of$the$fish$had$splashes$of$color$on$them.$They$

then$selectively$created$the$colorful$fish$we$know$

today.$There$are$actually$13$basic$types$of$koi$fish$which$

have$multiple$varieties$within$those$categories.$The$

popularity$of$the$koi$fish$remained$in$Japan$until$the$1900s$when$it$came$to$Europe$and$

North$America.$$

$ In$Japan$and$China$the$koi$fish$has$many$symbolic$meanings.$We$will$discuss$these$

different$meanings$throughout$our$lesson.$

ImportantArtHistoryFacts

StudentNeedRationalesContentAppeal:Thesubjectofthescrollthatwearefocusingoniskoifish.Theseholdaveryintriguingandmysticalhistory.Therearemanydifferentlegendsandinterpretationsthatgoalongwiththefish.Theartistalsohasaninterestingpast.

CognitiveChallenge:StudentswillneedtounderstandthesymbolismofkoifishandbeabletoapplythecontentofJapaneselegendstotheirownworks.Theywillalsoberequiredtosimplifytheoverallshapeofkoifishtocreateanabstractedshapeoffish

CreativeThought/Personalization:Studentswillinvestigatehowtheywishtomakethefishlookasthoughtheyareswimmingaswellasdeterminewhatarrangementtheywouldlikethefishtoappearin.

Observationand/orFineMotorSkills:Thestudentsmustbeabletorecallhowtocreatetransparentandopaquelinesandshapes.Thestudentsmustthenbeabletoexecutetheseskillsintheirpaintings.Studentswilldiscoverhowtouseatoolfromanothercountrytocreatefishwithsectionsoftransparencyandopacity.

AestheticStretch:Studentswillhavetomoveoutsidetheircomfortzoneofnaturalismtoportraykoifishasabstractedsymbols.

Socio-emotionalorself-controlgrowth:Studentswillbeworkinginteamswithdailyleaders,theymustbeabletocarryoutdirectionsandworkwiththeirclassmatesinarespectfulmanner.

InterdisciplinaryConnections:ThislessonfocusesonthetraditionalsubjectmatterofJapaneseScrollsandtheimportanceofkoifishtotheirculture.

Whyisthislessonappropriateforstudentsofthisageand/orabilitylevel?

2.AcademicLanguage

2.1VocabularyandKeyConceptsmystudentswilllearnandusetodiscussandmakeart

NatureandCu

lture

Descriptive Vocab PrinciplesVocab MediaUseEffectsVocab

Koifish(blackandred) MovementRepetition

TransparentOpaque

ElementsVocab ComplexCompositionalTacticsVocab SpecialVisualOpsorEffectsVocab

LineShape

“s”compositionalstructureBird’seyepointofview

Flatness

2-3PrimaryInterpretiveunderstandingsIwantstudentstoget,basedonthisvisualevidence(from“Column5”):1)IntraditionalJapanesescrollswhenfisharedepictedswimmingdowntheyareapproachingstruggle,andthoseswimminguphavealreadyfacedtheirstruggle.Inthecentralartworkonefishisseenswimmingup,whiletherestarestillswimmingtowardsthebottomofthepage,showingthatonlyonehassurpassedtheirstruggle.

2)Theoverall“s”compositionofthepiece,andofeachfish,givesthescrollagreatdealofvisualmovement,whilealsoexemplifyingtheflatnesscommoninJapanesescrolls.Thevisualmovementandcurvesofthefishmakethepiecefeellivelylikethekoiareflickingtheirfins.

3)Thetransparencyofthetailscomparedtotheopacityofthebodyhelpstocapturethedelicacyofrealfishtails.Thisattentiontodetailshowsthecarefulobservationandappreciationofnature.

ChangetextcolortoBLUEfor“brick”(art)wordsthatwillbeassessed.ChangetextcolortoGREENforMOSTIMPORTANT“mortar”(other)wordsthatwillneedtobeunderstood,andmightbeassessed.

2.3 LanguageFunction(s)tobeassessedThestudentswillbelearningaboutthesymbolicmeaningofthedirectionkoifishswimonscrolls.Afterdoingsothestudentswillberequiredtocreatetheirowncompositionapplyingthisinterpretationtotheirownwork.Theywillthenwriteabouthowtheyappliedthisinformationandwhattheirarrangementmeans.

2.4AdditionalLanguageDemand(s)thatwillbetaughtandassessedq Syntax:orderandstructureoflanguage q Discourse:styleoflanguageofdifferent

fields

2.2Disciplinaryapproachestowork(cognitiveskillsusedinartmaking)thatmystudentswillpractice/use“21st Century”SkillsCritical,Creative,SocialandSelf-MonitoringCognitiveProcessesEmphasizedinThisLesson

Observecarefully,Investigate,practiceandbuildsensoryperception,playpurposefully,postponeinterpretation*,workcollaboratively

Thinklongtermandpreviewpotentialoutcomes,symbolicallythink,Interpret*,sustainfocus

Uncoverlayersofmeaning, explainandjustifywithpreciseinfo*,communicatemoreeffectively*,criticallyreflect*

3.ObjectivesandActivitiesSchedule

Concept/Vocabulary“Map”Days Day1 Day2 Day3 Day4ArtworkInformation• Title,Date• Artist• Media

LargeNineKoiFishWallScroll,2014Ou-YangGuo-DeMochacolor tea-stainedricepaper,paint

Ying-YangFishPortraitandClassicKoiFishWallScrollbyYuGong-Quan,LargeNineKoiFishWallScrollbyOu-YangGuo-DeRicepaper,blackandredacrylicpaint

LargeNineKoiFishWallScroll,2014byOu-Yand Guo-DeRicepaper,acrylicpaint

Yin-Yang FishPortrait,Mao-Zhi

Culturaland/orHistoricalContext• Style,Function,

etc.• 1-2majorfacts

fortheday

Guilin,SouthChinaAestheticallypleasingOu-YanGuo-Dehanddyed hispapertomakeitlookold.

SignificanceofthedirectionofthefishTraditionalChineselegend

HistoryofartistAlternativearrangementsoffish

Reviewofarrangementsandsignificance

BigIdea(s) NatureandCulture NatureandCulture NatureandCultureVisual“Stuff”• Descriptive

vocab• Elementsvocab

Line Line,Shape Shape,line,balance Line,shape

VisualOrganization• Principles• Complex

Compos.• Tactics• SpecialVisual

Operationsand/orEffects

Transparent,opaque Movement,“s”compositionalstructure,transparent,opaque

transparent Movement,composition

MediaEffectsVocab(inprimaryartwork)

Tea-stainedricepaper

Meaning-Making• Interpretation• Whatmeaningis

theartistaskingustothinkabout,investigate,etc.?

Transparenttails toopaquebodiesshowsgreatobservationandappreciationofnature

“S”compositional structuremirrorslivelinessoffish,directionofthefishgivingmeaningtothescroll

ArtMedia&Tools+TechniqueVocabthatstudentswillemploy

Practice,brushstrokes,tea,dilutedacrylicblack paint,widebrush,thinbrush,ricepaper

Practice,brushstrokes,dilutedacrylicblackandredpaint,sumibrush,ricepaper

Scissors,glue,ricepaper,watereddownacrylicpaint,sumi brushes

Scissors,glue,ricepaper,coloredpencils,patternedbackgrounds

VisualLearningSupports• PPTs,

worksheets,books,posters,etc.

Handout,tri-foldboard tri-foldboard Worksheet,tri-fold board PowerPointactivity,tri-foldboard,handout,self-assessment

Day1Objectives,inbriefStudentswillbeabletosuccessfully…1. Generate avarietyoflinesandshapesthroughexperimentationwithdifferentbrushesandacrylicpaint.2. Discover newtechniquesforcreatingartworkfromanotherculturebyusingthatculture’stoolstoaccuratelyrepresenttheirstyle.3.Listentoandexecutedirectionsproperly.

Day1 Toachievetoday’sobjectives,studentswilldothefollowing… Who’sChecking?

Pre-Test Informal Formal Formati

veSummat

ivePost-Test

1. ReadabriefhistoryontheChineseandJapaneseculture Teacher x

2. Exploreandpracticedifferenttechniquesfordyingthericepaper Teacherandstudents X X x

3. Dye finalpieceofbackgroundpaperinpreparationfornextweek’slesson Teacher

4. Experimentwithdifferentbrushestocreatedifferenttypesoflinewithteacherinstruction simultaneously

Teacherandstudents X x

5. Cleanupmaterials- putawaypaintandbrushesinbin,storepaintings,andthrowawayplates.

Teacher

6. Discussnewtechniques learned Teacherandstudents X

Day2Objectives,inbriefStudentswillbeabletosuccessfully…1.Generate avarietyoflinesandshapesusingpaintbrushesthroughsimultaneousgroupworkwithteacherdirection2.Createmultiplefishshapesinblackandredpaint3.Integrate newlydiscoveredtechniquestocreateshapeswithtransparentandopaqueareas4.Listentoandexecutedirectionsproperly

Day2 Toachievetoday’sobjectives,studentswilldothefollowing… Who’sChecking?

Pre-Test Informal Forma

lFormati

veSummat

ivePost-Test

1. Recall facts they read about koi fish from the last lesson, as well as discuss new information

Teacher andstudents x x

2. Get into their teams from last lesson to prepare for lesson Teacherandstudents

3. Quickly review how to make thin, thick, transparent and opaque lines Teacher x x

4. Watch and participate in a demonstration on how to paint koi fish Teacherandstudents x x

5. Paint 4-7 fish on pieces of rice paper Teacher

6. Share with their group one thing they learned or discovered Teacherandstudents x x

Day3Objectives,inbriefStudentswillbeabletosuccessfully…1.Understandhowtocreate atransparenteffectbypaintingtailswiththinnedpaintandusingcarefulbrushtechniquetocompletethekoifishbodiesthey startedlastweek.2.Planandpreparefornextweekbycuttingouttheirkoifishandthinkingabouthowtoarrangetheirfishreferencingarthistorylearnedearlier.3.Improveproceduralprecisionbylisteningtoandexecutingdirectionsproperly.

Day3 Toachievetoday’sobjectives,studentswilldothefollowing… Who’sChecking? Pre-Test

Informal Formal Formati

veSummat

ivePost-Test

1. Reviewlastweek’sstepsquicklyandgetintotheir teams Teacherandstudents x x

2. Watchandparticipateindemonstrationonhowtopaintthetransparentpartofthekoifish tail

Teacherandstudents x x

3. Complete3-5koifishwithtransparenttails Teacher

4. Participateindiscussionabouttheartist’slife,arthistory;andinterpretmeaningoftheplacementanddirectionofdifferentfisharrangements.

Teacherandstudents x x

5. Cutoutthe koifishandthinkabouthowtoarrangetheirfishfornextweek. Teacherandstudents x x

6. Discusswithapartnertheirideasforarrangingtheirfish andofferfeedbacktotheirpartner.

Teacherandstudents x x

Day4 Toachievetoday’sobjectives,studentswilldothefollowing… Who’sChecking? Pre-Test

Informal Formal Formati

veSummat

ivePost-Test

1. Reviewlastweek’sstruggleswithtailsquicklyandgetintotheirteams Teacherandstudents x x

2. Outlineshapeoftailtoredefinetailshapeforcutting Teacherandstudents x x

3. Carefullycutoutfishandthinkaboutpossiblearrangementsof fish Teacher x x

4. Gluedownkoifishonpreparedricepaper.Glueartworktopatternedpaper. Teacherandstudents x x

5. Clean upmaterials;glue,scissors,paperscraps Teacherandstudents

6. Filloutselfevaluation(andsharewiththeirgroupsiftimeallows) Teacherandstudents x x x

Day4Objectives,inbriefstudentswillbeabletosuccessfully…1.Createmeaningintheircompositionsbyarrangingtheirfishinacompositionliketheoneinourfocusworkofart.2.Reflectontheirownartwork tofinditsstrengthsandweaknesses,byfillingoutaself-evaluation.3.Improveproceduralprecisionbylisteningtoandexecuting directionsproperly.

4.Differentiation

DifferentiationinInstruction

WholeClass

IEPs,504Plans,Particularcases

Day1Visualimages,demonstrationstostudents,touchedvocabwordsasIsaidthem,studentleadersthatassistedtheirmediateams,startingwithmediafirst

Day2Visualimages,verbaldiscussion,wholeclasspracticetogether,demonstrationtostudents,demonstrationwithstudentparticipation,studentdirecteddemonstration,touchedvocabwordsasIsaidthem,hadstudentsusevocabwordsinsentences,studentleaders

Day3Visualimages,verbaldiscussion,demonstrationtostudents,demonstrationwithstudentparticipation,studentdirecteddemonstration,touchedvocabwordsasIsaidthem,hadstudentsusevocabwordsinsentences,studentleaders

Sam- Hasmoreopportunitiestoparticipateindemonstrations.Holdsaleadershiproletokeephimoccupied.

Day4Visualimages,demonstrationstostudents,demonstrationswithstudents,touched,vocabwordsasIsaidthem,studentleadersthatassistedtheirmediateams,wholeclasspracticetogether

DifferentiationinOutcomesAllstudentshadthefollowingrequirements:

RequiredCriteria:q 1.Dyericepaperwithteaq 2.Create6koifishq 3.Opaquebodieswithtransparenttailsq 4.Adherekoifishtoricepaper

PersonalChoices- indicate(whenapplicable)differentdifficultylevels:q 1.Howmanyfishareblackandredq 2.Thesizesofthefish

Allstudentshadthefollowingchoices:

ModificationsforstudentswithIEPsor504plans,orexceptionalneeds:

5.PlannedAssessments

MajorFormativeAssessmentsListthemajor,plannedformativeassessmentopportunitiesbyday.Givepurposeofeach.

Strategy NameandBriefDescription Day Purpose

Brushcontrol 1 Practiceusingthenewmediaandnewtoolstogetacquainted.

Discussion(plannednotattained) 1 Toshareany newtechniquesortipsthestudentslearnedwiththeirclassmatesandseeinwhataspectstheyarestrugglingwith.

Groupbrush practice 2 Toemphasize thetechniqueswetalkedaboutlastweekandmakesuretheypracticetheintendedskills.

Checkin groupbygroup 2 Make sureeachstudentcanexecutetransparentandopaqueshapesintheirwork.

Groupdiscussionwithinteams 2 Tomakesure theyareputtingthoughtintohowtheyarrangetheirworkandsotheycaneasilyrecalltheiranswerlater.

ParticipationingroupPowerPointactivityaboutcomposition 4 Check toseeifthestudentscancreateacompositionandseehowthemeaningcanchangebasedonarrangement.

Listplannedsummativeassessmentopportunity(ies). AshortlessonusuallyonlyhasONEsummativeassessment,butunitssometimeshavelessersummativeassessmentsattheendofmajorlessonswithintheunit,thenafinalsummativeassessmentattheveryend.Strategy NameandBriefDescription Day Purpose

Handoutwith sentencestems 4 Toseetheirthoughtprocessandwhattheyhavelearned.

SummativeAssessment(s)

6.LearningStandards

Standard#1- Creating,Performing,andParticipatingintheArtsStudentswillmakeworksofartthatexploredifferentkindsofsubjectmatter,topics,themes,andmetaphors.Studentswillunderstandandusesensoryelements,organizationalprinciples,andexpressiveimagestocommunicatetheirownideasinworksofart. Studentswilluseavarietyofartmaterials,processes,mediums,andtechniques,anduseappropriatetechnologiesforcreatingandexhibitingvisualartworks.• experimentandcreateartworks,inavarietyofmediums(drawing,painting,sculpture,ceramics,printmaking,video,andcomputergraphics),basedonarangeof

individualandcollectiveexperiences.• developtheirownideasandimagesthroughtheexplorationandcreationofartworksbasedonthemes,symbols,andevents.• understandandusetheelementsandprinciplesofart(line,color,texture,shape)inordertocommunicatetheirideas.• revealthroughtheirownartworkunderstandingofhowartmediumsandtechniquesinfluencetheircreativedecisions.• identifyanduse,inindividualandgroupexperiences,someoftherolesandmeansfordesigning,producing,andexhibitingartworks.

Standard#2- KnowingandUsingArtsMaterialsandResourcesStudentswillknowanduseavarietyofvisualartsmaterials,techniques,andprocesses.Studentswillknowaboutresourcesand opportunitiesforparticipationinvisualartsinthecommunity(exhibitions,libraries,museums,galleries)anduseappropriatematerials(art reproductions,slides,printmaterials,electronicmedia). Studentswillbeawareofvocationaloptionsavailableinthevisualarts.• understandthecharacteristicsofvariousmediums(2-D,3-D,electronicimages)inordertoselectthosethatareappropriatefortheirpurposesandintent.• developskillswithelectronicmediaasameansofexpressingvisualideas.• knowaboutsomeculturalinstitutions(museumsandgalleries)andcommunityopportunities(artfestivals)forlookingatoriginalartandtalkingtovisitingartists,to

increasetheirunderstandingofart.• giveexamplesofadultswhomaketheirlivingsintheartsprofessions.

Standard#3- RespondingtoandAnalyzingWorksofArtStudentswillreflecton,interpret,andevaluateworksofart,usingthelanguageofartcriticism.Studentswillanalyzethevisualcharacteristicsofthenaturalandbuiltenvironmentandexplainthesocial,cultural,psychological,andenvironmentaldimensionsofthevisualarts. Studentswillcomparethewaysinwhichavarietyofideas,themes,andconceptsareexpressedthroughthevisualartswiththewaystheyareexpressed in otherdisciplines.• explaintheirreflectionsaboutthemeanings,purposes,andsourcesofworksofart;describetheirresponsestotheworksandthereasonsforthoseresponses.• explainthevisualandothersensoryqualities(surfaces,colors,textures,shape,sizes,volumes)foundinawidevarietyof artworks.• explainthethemesthatarefoundinworksofvisualartandhowtheartworksarerelatedtootherformsofart(dance,music,theatre,etc.)• explainhowideas,themes,orconceptsinthevisualartsareexpressedinotherdisciplines(e.g.,mathematics,science,literature,socialstudies,etc.)

Standard#4- UnderstandingtheCulturalDimensionsandContributionsoftheArtsStudentswillexploreartandartifactsfromvarioushistoricalperiodsandworldculturestodiscovertherolesthatartplaysinthelivesofpeopleofagiventimeandplaceandtounderstandhowthetimeandplaceinfluencethevisualcharacteristicsoftheartwork. Studentswillexplorearttounderstandthesocial,cultural,andenvironmentaldimensionsofhumansociety.• lookatanddiscussavarietyofartworksandartifactsfromworldculturestodiscoversomeimportantideas,issues,andeventsofthosecultures.• lookatavarietyofartworksandartifactsfromdiverseculturesoftheUnitedStatesandidentifysomedistinguishingcharacteristics.• createartworksthatshowtheinfluenceofaparticularculture.

NYSVisualArtsLearningStandards- Elementary

NewYorkStateP-12 CommonCoreLearningStandardsfor Grades6-8 LiteracyforHistory/SocialStudiesandScience/TechnicalSubjects

Reading Standards for Literacy inHistory/SocialStudies

KeyIdeasandDetails1. Citetextualevidencetosupportanalysisofprimaryandsecondary

sources.2. Determinethecentralideasorinformationofaprimaryorsecondary

source;provideanaccuratesummaryofthesourcedistinctfrompriorknowledgeoropinions.

3. Identifykeystepsinatext’sdescriptionofaprocessrelatedtohistory/socialstudies(e.g.,howabillbecomesalaw,howinterestratesareraised/lowered).

CraftandStructure4. Determinethemeaningofwordsandphrasesastheyareusedina

text,includingvocabularyspecifictodomainsrelatedtohistory/socialstudies.

5. Describehowatextpresentsinformation(e.g.,sequentially,comparatively,causally).

6. Identifyaspectsofatextthatrevealanauthor’spointofvieworpurpose(e.g.,loadedlanguage,inclusionoravoidanceofparticularfacts).

Integration ofKnowledgeandIdeas

7. Integratevisualinformation(e.g.,incharts,graphs,photographs,videos,ormaps)withotherinformationinprintanddigitaltexts.

8. Distinguishamongfact,opinion,andreasonedjudgmentinatext.9. Analyzetherelationshipbetweenaprimaryandsecondarysourceon

thesametopic.

RangeofReadingandLevelofTextComplexity

10. Bytheendoftheyear,readandcomprehendliterature,includingstoriesdramas,andpoetry,inthegrades6-8textcomplexitybandproficiently.

Reading Standards for LiteracyinScienceand TechnicalSubjects

KeyIdeasandDetails1. Citetextualevidencetosupportanalysisofscienceandtechnicaltexts.2. Determinethecentralideasorconclusionsofatext;providean

accuratesummaryofthetextdistinctfrompriorknowledgeoropinions.3. Followpreciselyamultistepprocedurewhencarryingoutexperiments,

takingmeasurements,orperformingtechnicaltasks.

CraftandStructure

4. Determinethemeaningofsymbols,keyterms,andotherdomain-specificwordsandphrasesastheyareusedinaspecificscientificortechnicalcontextrelevanttogrades6-8textsandtopics.

5. Analyzethestructureanauthorusestoorganizeatext,includinghowthemajorsectionscontributetothewholeandtoanunderstandingofthetopic.

6. Analyzetheauthor’spurposeinprovidinganexplanation,describingaprocedure,ordiscussinganexperimentinatext.

Integration ofKnowledgeandIdeas

7. Integratequantitativeortechnicalinformationexpressedinwordsinatextwithaversionofthatinformationexpressedvisually(e.g.,inaflowchart,diagram,model,graph,ortable).

8. Distinguishamongfacts,reasonedjudgmentbasedonresearchfindings,andspeculationinatext.

9. Compareandcontrasttheinformationgainedfromexperiments,simulations,video,ormultimediasourceswiththatgainedfromreadingatextonthesametopic.

RangeofReadingandLevelofTextComplexity

10. Bytheendofgrade8,readandcomprehendscience/technicaltextsinthegrades6-8textcomplexitybandproficiently.

Writing Standards,cont’d

Production andDistributionofWriting4. Produceclearandcoherentwritinginwhichthe

development, organization,andstyleareappropriatetotask,purpose, andaudience.

5. Withsomeguidance andsupportfrompeersandadults,developandstrengthenthewritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonhowwellpurposeandaudiencehavebeenaddressed.

6. Usetechnology,includingtheInternet,toproduceandpublishwritingandpresenttherelationshipsbetweeninformationandideasclearlyandefficiently.

Research toBuildandPresentKnowledge7. Conductshortresearchprojectstoanswera

question(includingaself-generatedquestion),drawingonseveralsourcesandgeneratingadditionalrelated,focusedquestionsthatallowformultipleavenuesofexploration.

8. Gatherrelevantinformationfrommultipleprintanddigitalsources,usingsearchtermseffectively;assessthecredibilityandaccuracyofeachsource;andquoteorparaphrasethedataandconclusionsofotherswhileavoidingplagiarismandfollowingastandardformatforcitation.

9. Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.

RangeofWriting10. Writeroutinelyoverextendedtimeframes(timefor

reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline- specifictasks,purposes,andaudiences.

Writing Standards

TextTypesandPurposes1. Writeargumentsfocusedondiscipline-specificcontent..

a. Introduceclaim(s)aboutatopicorissue,acknowledgeanddistinguishtheclaim(s)fromalternateoropposingclaims,andorganizethereasonsandevidencelogically.

b. Supportclaim(s)withlogicalreasoningandrelevant,accuratedataandevidencethatdemonstrateanunderstandingofthetopicortext,usingcrediblesources.

c. Usewords,phrases,andclausestocreatecohesionandclarifytherelationshipsamongclaim(s),counterclaims,reasons,andevidence.

d. Establishandmaintainaformalstyle.e. Provideaconcludingstatementorsectionthatfollowsfromtheargument

presented.

2.Writeinformative/explanatorytexts,includingthenarrationofhistoricalevents,scientificprocedures/experiments,ortechnicalprocesses.

a. Introduceatopicclearly,previewingwhatistofollow;organizeideas,concepts,andinformationintobroadercategoriesasappropriatetoachievingpurpose,includingformatting(e.g.,headings),graphics(e.g.,charts,tables),andmultimediawhenusefultoaidingcomprehension.

b. Developthetopicwithrelevant,well-chosenfacts,definitions,concretedetails,quotations,orotherinformationandexamples.

c. Useappropriateandvariedtransitionstocreatecohesionandclarifytherelationshipsamongideasandconcepts.

d. Usepreciselanguageanddomain-specificvocabularytoinformaboutorexplainthetopic.

e. Establishandmaintainaformalstyleandobjectivetone.f. Provideaconcludingstatementorsectionthatfollowsfromandsupportsthe

informationorexplanationpresented.

3.Notapplicable,seenote:Note:Students’narrativeskillscontinuetogrowinthesegrades.TheStandardsrequirethatstudentsbeabletoincorporatenarrativeelementseffectivelyintoargumentsandinformative/explanatorytexts.Inhistory/socialstudies,studentsmustbeabletoincorporatenarrativeaccountsintotheiranalysesofindividualsoreventsofhistoricalimport.Inscienceandtechnicalsubjects,studentsmustbeabletowritepreciseenoughdescriptionsofthestep-by-stepprocedurestheyuseintheirinvestigationsortechnicalworkthatotherscanreplicatethemand(possibly)reachthesameresults.

Speaking andListeningStandards(Gr.6)

ComprehensionandCollaboration1. Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-

led)withdiversepartnersongrade6topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearly.

a. Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflectonideasunderdiscussion.

b. Followrulesforcollegialdiscussions,setspecificgoalsanddeadlines,anddefineindividualrolesasneeded.

c. Poseandrespondtospecificquestionswithelaborationanddetailbymakingcommentsthatcontributetothetopic,text,orissueunderdiscussion.

d. Reviewthekeyideasexpressedanddemonstrateunderstandingofmultipleperspectivesthroughreflectionandparaphrasing.

e. Seektounderstandandcommunicatewithindividualsfromdifferentculturalbackgrounds.

1. Interpretinformationpresentedindiversemediaandformats(e.g.,visually,quantitatively,orally)andexplainhowitcontributestoatopic,text,orissueunderstudy.

a. Usetheirexperienceandtheirknowledge oflanguageandlogic,aswellasculture,tothinkanalytically,addressproblemscreatively,andadvocatepersuasively.

1. Delineateaspeaker’sargumentandspecificclaims,distinguishingclaimsthataresupportedbyreasonsandevidencefromclaimsthatarenot.

PresentationofKnowledgeandIdeas4. Presentclaimsandfindings,sequencingideaslogicallyandusingpertinentdescriptions,facts,

anddetailstoaccentuatemainideasorthemes;useappropriateeyecontact,adequatevolume,andclearpronunciation.

5. Includemultimediacomponents(e.g.,graphics,images,music,sound)andvisualdisplaysinpresentationswhenappropriatetoclarifyinformation.

6. Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.(Seegrade6Languagestandards1and3onpage66forspecificexpectations.)

TherearenoSpeakingandListeningStandards,orLanguageStandardsintheGrades6-12LiteracyforHistory/SocialStudiesandScience/TechnicalSubject listings.

TheseSpeakingandListeningStandardsarefromtheGrade6CommonCoreLearningStandardsforEnglishLanguageArts&Literacy.

TheyshouldprovideadequateguidelinesforgeneralneedinanArtclassroom,Grades6-8.Grades9-10shouldreferenceCCSSforELA&Literacy.

Language Standards(Gr.6)

Conventions ofStandardEnglish1. Demonstratecommandoftheconventionsofstandard Englishgrammarandusagewhenwritingorspeaking.

a. Ensurethatpronounsareinthepropercase(subjective,objective,possessive).b. Useintensivepronouns(e.g.,myself,ourselves).c. Recognizeandcorrectinappropriateshiftsinpronounnumberandperson.*d. Recognizeandcorrectvaguepronouns(i.e.,oneswithunclearorambiguousantecedents).*e. RecognizevariationsfromstandardEnglishintheirownandothers'writingandspeaking,andidentifyandusestrategiestoimprove

expressioninconventionallanguage.*

2. DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.a. Usepunctuation(commas,parentheses,dashes)tosetoffnonrestrictive/parentheticalelements.*b. Spellcorrectly.

KnowledgeofLanguage3. Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening.

a. Varysentencepatternsformeaning,reader/listenerinterest,andstyle.*b. Maintainconsistencyinstyleandtone.*

VocabularyAcquisitionandUse4. Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongradelevelreadingandcontent,choosingflexiblyfrom

anarrayofstrategies.a. Usecontext(e.g.,theoverallmeaningofasentenceorparagraph;aword’spositionorfunctioninasentence)asacluetothe meaningofa

wordorphrase.b. Consultreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintanddigital,tofindthepronunciationofawordor

determineorclarifyitsprecisemeaningoritspartofspeech.c. Verifythepreliminarydeterminationofthemeaningofawordorphrase(e.g.,bycheckingtheinferredmeaningincontextor in a

dictionary).

5. Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.a. Interpretfiguresofspeech(e.g.,personification)incontext.b. Usetherelationshipbetweenparticularwords(e.g.,cause/effect,part/whole,item/category)tobetterunderstandeachofthewords.c. Distinguishamongtheconnotations(associations)ofwordswithsimilardenotations(definitions)(e.g.,stingy,scrimping,economical,

unwasteful,thrifty).

6. Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases;gathervocabularyknowledge whenconsideringawordorphraseimportanttocomprehensionorexpression.

NYSSocialStudiesStandardsAND/ORSocialStudiesCoreCurriculumContentMatch• A.Gathering,InterpretingandUsingEvidence

– 5.Identifyimplicitideasanddrawinferences,withsupport.

• B.ChronologicalReasoning– 1.Identifywaysthateventsarerelatedchronologicallytooneanotherintime.

• E.EconomicsandEconomicSystems– 1.Explainhowscarcitynecessitatesdecisionmaking;employexamplesfromtheEasternHemisphere

toillustratetheroleofscarcityhistoricallyandincurrentevents;comparethroughhistoricalexamplesthecostsandbenefitsofeconomicdecisions.